WebQuest: Incidencia en el aprendizaje significativo para la educación superior

Abstract

This paper explores the use of the WebQuest Collaborative Project Based methodology on training students of the Mechanical Engineering School of the Polytechnic of Chimborazo (ESPOCH). For this purpose the WebQuest was applied to students between 18 and 22 years in the programming course. The research was cognitive-constructivist, descriptive, field, cross, applied basic science and under the scientific paradigm, policies and guidelines framed under the National Plan for Good Living 2013-2017. Using collaborative tools and Google Drive and Google Sites, the CHAEA test for learning styles, office tools and specialized software were applied to determine their impact on the learning capability of a sample of 54 students. Two techniques were applied: the t-Student to compare the academic performance and styles of learning behavior. With a 5% error and a tow-tailed critical point of 2,055, the following values were respectively obtained 4,382, 2,434 and 3,701. The Chi-square technique was applied to test the skills of the 21st century, with a critical point of 40,1, a calculated value of 119,84 was generated. Taking as reference the obtained results, it is concluded that the WebQuest methodology favors the generation of meaningful learning inside and outside the classroom.